Social Justice, Media and Technology in Teacher Education: 27th ATEE Spring Conference, ATEE 2021, Florence, Italy, October 28–29, 2021, Revised ... in Computer and Information Science)

Preface
Organization
Contents
Teaching Critical Media/Digital Literacy in Multicultural Societies
Media Education and Digital Storytelling: An Experience of University Teaching
	1 Media Education, Video and Digital Storytelling
	2 Proposed Research
	3 Findings
	4 Conclusions
	References
Engaging with Media Constructs and Power Dimensions in Initial Teacher Education: Enabling Student Teachers to Challenge Stereotypical Representations of Minorities in the Classroom
	1 The Context
	2 Theoretical Framework
	3 The Intervention
	4 Methodological Design
	5 Findings and Discussion
		5.1 STs’ Awareness and Critique of Their Positioning, Privilege and Cultural Imperialism
		5.2 STs’ Identity Development and Perceptions of Their Role as Teacher
		5.3 Evidence of Transformative Learning
	6 Conclusion
	References
Immersive Environments in Higher Education: The Digital Well-Being Perspective
	1 Introduction
		1.1 Immersive Environments
		1.2 Digital Well-Being
	2 The Dimensions of Digital Well-Being
		2.1 The Approach to the Digital Well-Being
		2.2 Cognitive Dimension
		2.3 Physiological Dimension
		2.4 Social Dimension
		2.5 Educational Dimension
	3 The Design and Evaluation of Learning Scenario in a Well-Being Perspective
		3.1 The Digital Well-Being in IE
		3.2 The Tool for the Scenario’s Design
		3.3 Learning Scenario: The Crime Scene Investigation
		3.4 The Evaluation Process
		3.5 The Results of Evaluation Process for Learning Scenario
	4 Conclusions
		4.1 Future Perspectives
	References
Cultures, Intersections, Networks. The Role of Algorithms in Defining Power Relations Based on Gender, Race, Class, Disability
	1 Algorithms as Cultural Machines
	2 The Intersectional Interpretive Key
	3 The Research
		3.1 Sample
		3.2 Methodology
		3.3 Results
	4 Conclusions
	References
Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education
	1 DigComp as a Theoretical Framework for Media Education? – Issues and Implications
	2 Application of DigComp as a Framework in Media Education Projects
		2.1 The Project Digital Well-Being - Schools
		2.2 The Project Cogito Ergo Sum
		2.3 Application of DigComp as a Framework for Media Education
	3 A Proposal: Integration of LifeComp and DigComp as a Theoretical Framework for Media Education
		3.1 Wellbeing and Self-regulation
		3.2 Awareness, Understanding and Responsibility in Communication
		3.3 Critical Thinking and Reflecting as Key Dimensions of Analysis and Creative Production of Digital Artefacts
	4 Conclusions
	References
Digital Citizenship Education Curriculum. Results of a National Investigation and Didactic Proposals
	1 Theoretical Framework
	2 Research Topic
	3 Methodological Design
	4 Results
	5 Expected Conclusions/Findings
	References
Study and Analysis on the Student Response System Adoption: Experimentation in a Programming Course
	1 Introduction
	2 Literature Review and Theoretical Framework
	3 Method and Learning Environment
		3.1 Mentimeter
		3.2 Open and Closed Questions
		3.3 The Course
	4 Measurement and Methodology
	5 Data Analysis
		5.1 Students’ Participation
		5.2 Correct Answers Comparisons
		5.3 OQ and CQ Answers’ Correctness Trends
		5.4 OQ and CQ Answers’ Correctness Trends
		5.5 OQ and CQ Answers’ Correctness Trends
	6 Conclusion and Future Work
	References
Decommodifying Teacher (Digital) Education
Learning Analytics to Foster Quality Culture in Education and Training Organizations
	1 Fostering Quality Culture with Learning Analytics
	2 Theoretical Framework
	3 QA System for Managing Complexity of LAs: A Proposal for Teachers’ and Educators’ Training
		3.1 QA Models as a Hypothesis to Deal with Las
		3.2 The E-tivity: Implementation and Results
	4 Conclusion
	References
Legalisation Issues and Reconfiguration of Education? Challenges for Nordic Teacher Education in the Digital Age
	1 Introduction
	2 Increased Legalisation of Matters Related to School Activities
	3 From Nation Building Towards Transnational Governance
	4 Two Extreme Cases
	5 Discussion
	6 Limitations of the Study
	References
The Training of Teachers in Citizenship Education Through Theatre and Dialectical Method
	1 Background and Aims of EAR Project
	2 The Value of EAR in an Era of Demographic Change in Europe
	3 The Educational Scenario
	4 The EAR Training Model
	5 Research Methodology
	6 Teacher Perceptions of the Changing Dynamics in the EAR Classroom
	7 Teachers’ Confidence in Teaching and Evaluating Citizenship Education
	8 Conclusions
	References
Educating Students at Teacher Education Faculties in Art Fields (Visual Arts and Music) in the Online Environment
	1 Introduction
	2 Methodology
		2.1 Research Sample
		2.2 Research Sample
		2.3 Instrument
		2.4 Data Analysis and Statistical Processing
	3 Interpretation of the Results
		3.1 Advantages of Online Teaching
		3.2 Technological Conditions of Studying
		3.3 Quality of Support to Students
		3.4 The Quality of Teaching Art Courses
	4 Discussion
	5 Conclusion
	6 Recommendations for Further Research
	References
Digital Technology and Equity for Inclusive Teaching
“La scuola si Nutre del Territorio nel Quale Alberga” “The School is Nourished by the Local Context”
	1 Introduction
	2 The Project
	3 Methodological Design
	4 Findings
	5 Conclusion
	References
Teaching in Upper Secondary Schools with High Migratory Complexity: The European Project QuaMMELOT
	1 Teaching in School with High Migratory Complexity
	2 The Training-Course Modules
	3 Methodological Approaches
		3.1 Narrative, Artistic and Multimedia Approaches
	4 Findings
	References
Accessible School Textbooks for Students with Hearing Impairments
	1 Theoretical Framework
	2 Research: Methodological Design and Results
	3 Discussion and Operational Proposals
	4 Conclusion
	References
Educational Robotics for Inclusive Design
	1 Introduction
	2 Theoretical Framework
	3 Methodological Design
		3.1 Participants
		3.2 Course Description
		3.3 Assessment Instruments
	4 Results
		4.1 Course Results
		4.2 Course Results
	5 Conclusions
	References
Teachers in a Searchable World: Findings from an Introductory Survey
	1 Introduction
	2 Data Collection
	3 Results and Analysis
		3.1 Teachers in a Searchable World
		3.2 The Laundry Bucket: The Students’ Side
		3.3 Teachers’ Beliefs the Use of Search Tools at School: Do We Need to Train the Trainers?
		3.4 Search Tools: Relevance, Interaction, Engagement, and Ethic Questions
		3.5 Search Tools in a Changed World
	4 Concluding Remarks, Limitations, and Future Work
	References
Teaching with Digital Conceptual Maps for the Development of Inclusive Processes
	1 Theoretical Framework
	2 Methodological Design
		2.1 First Phase: Active Learning Laboratories
		2.2 Second Phase: Data Collection and Analysis
	3 Classroom Teaching Strategies (First Phase)
		3.1 Brainstorming
		3.2 Cooperative Learning
		3.3 Collaborative Assessment
	4 Data Collection and Analysis (Second Phase)
	5 Conclusions/Findings
	References
Teacher Professional Development on Social Inclusion: The PLEIADE Approach
	1 Introduction
	2 Theoretical Framework
	3 Methodological Design
	4 The Training Pathway
		4.1 Structure of the Training Pathway
	5 Preliminary Results: Barriers and Enabling Factors
	6 Conclusive Remarks
	References
Educational Technologies, Social and Emotional Learning and School Inclusion: Challenges and Opportunities
	1 Introduction
		1.1 Social and Emotional Learning, a Key to Inclusive Education
	2 Social Emotional Learning and Technologies: A State of the Art
		2.1 Affective Computing: A Starting Point
		2.2 Technologies for Social and Emotional Learning: Issues and Open Questions
	3 Assessing the Quality of SEL Apps and Web Platforms: A Perspective Model
		3.1 A First Survey of the App for Social Emotional Learning: Research Results
		3.2 The MOOC “DIGItal Competences for the Development of Social Emotional Skills for Inclusion”
	4 Conclusions
	References
Author Index